Resistance and Distribution of Power in David Mamet’s Oleanna and Race
محورهای موضوعی : نشریه زبان و ترجمهFatemeh Ghiasvand 1 , Fatemeh َAzizmohammadi 2 , Mojgan Yarahmadi 3
1 - Department of English, Arak Branch, Islamic Azad University, Arak, Iran
2 - Department of English, Arak Branch, Islamic Azad University, Arak, Iran
3 - Department of English, Arak Branch, Islamic Azad University, Arak, Iran
کلید واژه: knowledge, Resistance, Normalization, Power in literature,
چکیده مقاله :
This essay represents a Foucauldian reading of David Mamet’s Oleanna and Race. By drawing on Foucault’s view on the importance of the power relations exercised through discourses, Mamet illustrates the discourses that power is exercised. The focus is on the diffused and dispersed nature of power, its ubiquity and pervasiveness. Based on Foucault’s view on the circulation of power in schools and institutions; in Oleanna, the classroom discourse and interaction patterns show that knowledge is power. The ability to be more an intellectual and skillful individual in the class lets both John and Carol exercise power. Through normalization, everything is to be made uniform, and the subjected bodies are inducted in a way that they accept the disciplinary measures as the norm. Thus, John is the authority figure in his class who serves Carol to obey his dictates if she wants to pass the course. Through discourse of resistance carol takes advantage to respond to the power exercised on her through her knowledge. This shows that Carol has the potentiality to resist and attempt to exercise her power. Further, in Race, Mamet attempts to speak on matters of race and sexuality by presenting it in his discourse. He attempts to talk about sex as the fundamental part of individuals’ identities in order to solve the other underlying problems of an individual.
این مقاله بیانگرخوانش فوکویی ازدو اثردیویت ممت اولئانا و نژاد را نشان است. ممت با بهره گیری از دیدگاه فوکو درمورد اهمیت روابط قدرت اعمال شده از طریق گفتمان ها، گفتمان هایی را نشان می دهد که قدرت در آنها اعمال می شود که تمرکز بر ماهیت پخش شده قدرت، همه گیر بودن و فراگیر بودن آن است. براساس دیدگاه فوکو در مورد گردش قدرت در مدارس و موسسات؛ دراولئانا، گفتمان کلاس والگوهای تعامل نشان می دهد که دانش یک قدرت است. توانایی روشنفکروماهرتربودن در کلاس به جان و کارول اجازه می دهد قدرت بیشتری را داشته باشند. ازطریق هنجارسازی،همه چیزباید متحدالشکل شود و افراد تحت سلطه به گونه ای القا می شوند که اقدامات انضباطی را به عنوان یک هنجار قبول می کنند. بنابراین، جان مرجع اقتداردرکلاس خود است که اگر کارول بخواهد دوره خود را بگذراند، باید ازدستورات وی تبعیت کند. از طریق گفتمان مقاومت، کارول از این فرصت بهره می برد تا به قدرتی که از طریق دانش بر او اعمال شده است پاسخ دهد. این نشان می دهد که کارول توانایی مقاومت و تلاش برای اعمال قدرت خود را دارد. بعلاوه، در "نژاد" ممت سعی دارد با ارائه موضوعات نژادی و تمایلات جنسی در گفتمان خود، درمورد آنها صحبت کند. او تلاش می کند تا در مورد تمایلات جنسی به عنوان قسمت اساسی هویت افراد صحبت کند تا سایر مشکلات اساسی یک فرد را حل کند.
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